Curso cero de Química para Ingenieros

Cualquier estudiante que desee cursar estudios superiores en ciencias e ingeniería debe asimilar contenidos teórico-prácticos de química necesarios para su posterior desarrollo profesional. Sobre todo, debe saber formular los compuestos químicos, así como manejarse con soltura en la resolución de problemas y cuestiones referentes a la estequiometria de las reacciones, expresión de la concentración de disoluciones, cálculos de pH, etc. El curso cero de química le permite en primer lugar repasar todos estos conceptos a través de explicaciones teórico-prácticas con ejemplos representativos y posteriormente poner a prueba sus conocimientos mediante la realización de test de evaluación online.

Objetivos

Los objetivos del curso cero de química son repasar y reforzar conceptos básicos de química adquiridos en etapas educativas anteriores.

Contenido

El curso se encuentra organizado en cuatro bloques:

Bloque 1.

– Estructura de la materia y enlace químico.

– Formulación química inorgánica.

– Conceptos elementales de química.

Bloque 2.

– Cinética y equilibrio químico.

– Termoquímica.

Bloque 3.

– Reacciones ácido-base.

– Reacciones de transferencia de electrones.

Bloque 4.

– Introducción a la química del carbono.

Simulation models for the design of transition paths towards a sustainable society

This MOOC will help students reach the competences in the use of simulation tools for the evaluation of economy, energy and environment systems, and, specifically, the MEDEAS tools developed in the MEDEAS Horizon project.

Learning Objectives

Climate change and the management of energy resources are two major problems that the global society of the 21st century must tackle urgently. However, the large number of variables and relationships that involve these problems make decision making very complex. This difficulty has resulted in the development of simulation tools called Integrated Assessment Models (IAM), designed to guide decision-making on energy, economy and environment. The main objective of this course is to describe an innovative IAM that has been developed in the MEDEAS project. The MEDEAS project is funded by EU under the framework of the Horizon 2020 program and it forms part of the LCE21-2015 group, together with the projects Reflex, REEEM and SET-Nav.

Content and Modules

The course begins by introducing sustainability problems and simulation tools that are used to guide decision-making on energy, economics and climate change. The following NOOC is oriented to describe the IAM MEDEAS modules, their structure and use. The ultimate goal of the course is to encourage students to use this free tool in order to find the best ways to transition towards a low carbon society.

The MOOC is structured into six topics and each consists of two sessions.

Topic 1. Introduction. Session 1: About the idea of sustainability
The aim of this introductory session is to present some key issues of the global environmental crisis we are facing and the project “Modelling the Energy Development under Environmental and Socioeconomic constraints” (MEDEAS) as a tool to analyse and test public policies, in order to transition towards a low carbon energy system.

Topic 1. Introduction. Session 2: Introduction to Integrated Modelling of Economic-Energy-Environment Scenarios
This session is explains the concept of the Integrated Assessment Model (IAM) and the first general vision of the set of IAMs developed in the European project of the H2020 program: MEDEAS. In addition, other projects that have been developed in the same call are presented, under the topic: “Modelling and Analysing the energy system, its transformation and impacts”.

Topic 2. The MEDEAS Economy Module. Session 1: Theoretical Framework of the MEDEAS’ Economy Module
This session includes a brief description of the theoretical and methodological framework of the MEDEAS Economy Module. The ecological economics approach, whereby the economy is depicted as metabolic process subject to biophysical boundaries, is described. Moreover, the MEDEAS Economy Module main features and situation regarding the current literature are explained.

Topic 2. MEDEAS Economy Module. Session 2: Modelling the MEDEAS’ Economy Module
This session describes the main methodological features of the MEDEAS Economy Module. The general functioning of the macroeconomic model is explained step by step, paying special attention to the integration of Input-Output analysis and System Dynamics modelling. The most important innovation of the Economy Module, i.e. the Energy-Economy feedback, is also described. Finally, some examples of the simulations are shown, highlighting the relevance of energy constraints inclusion to macroeconomic modelling.

Topic 3. Energy. Session 1: Energy resources
This session explains the great importance of energy in the development of our societies and humanity, in general, the current stagnation in non-renewable energy sources production and the peak oil concept, the EROEI (energy return on energy invested) concept and the challenges of renewable energy sources for filling the gap left by the other energy sources.

Topic 3. Energy. Session 2: Energy module implementation
This session describes the main features of the energy module in MEDEAS and explains the modelling of non-renewable energy sources, renewable infrastructures for electricity and heat, as well as different types of bioenergy considered in MEDEAS.

Topic 4. Energy infrastructures and Land-use. Session 1: Materials, Transport and EROI in MEDEAS
This session includes a brief description of the infrastructures needed for a society based on renewable energy in broad terms. It reviews the way in which MEDEAS models the renewable energy infrastructure growth (seen in Topic 3) and describes the modelling of Transportation, mineral use and static and dynamic EROI in MEDEAS.

Topic 4. Energy infrastructures and Land-use. Session 2: Land use in MEDEAS
This session explores the land requirements associated with renewable energy expansion. First, it reviews the problem of land in energy transition. Second, the MEDEAS land-use module is explained describing main characteristics of modelling. Third, examples of the land requirements of energy patterns are presented, too. Finally, different conflicts, due to the increasing land use by the energy system, are shown.

Topic 5. Climate Change. Session 1: Human interference in the climate system and climate modelling in MEDEAS
This session includes a brief description of the biosphere functioning and how human activities are modifying the climate of the Earth. Afterwards, the modelling of climate in MEDEAS is overviewed.

Topic 5. Climate Change. Session 2: Modelling of climate change damages in MEDEAS
This session outlines the main impacts which may be caused by climate change on human and natural systems, overviews the conventional results from business-as-usual scenarios in IAMs, and explains how these are modelled in MEDEAS applying a novel, simple and transparent method in order to be consistent with climate impact assessments.

Topic 6. Running the MEDEAS Model. Policies and Scenarios. Session 1: Introduction to Energy and Climate Change policies and scenarios
This session includes a brief description of the current climate governance framework, deeply conditioned by the set of policies emerging from the Paris Agreement. Besides, the relevance of scenarios modelling is highlighted, and the most known scenarios framework is shortly described: the Shared Socioeconomic Pathways (SSPs).

Topic 6. Running the MEDEAS Model. Policies and Scenarios. Session 2: Implementing scenarios in MEDEAS
This session shows the process of running a simulation in the MEDEAS model. It begins with files management, then scenarios and policy targets are set and finally, a simulation is run. To finish this last session, there are examples of outcomes from the previously run simulation, according to the scenarios and policies chosen.

Data Skills for Global Development Training Programme

The quantity and forms of data available globally is increasing exponentially and global development is amongst the areas seeking to harness its potential. Human capacity and judgement is critical at all stages of data work. This course has been designed to help learners develop their data skills in order to make a difference in global society and is open to anyone with an interest in learning about how data and data skills can contribute to global development. It is likely to be of particular interest to early career global development professionals/job seekers and higher education students studying social science related disciplines.

This course forms part of an Erasmus+ project Development Counts: Data Skills for Global Development Research Project which was co-funded by the ERASMUS+ programme of the European Union under grant agreement 2019‐1‐UK01‐KA203‐061973.

Objectives

This course has several objectives, among which it is worth highlighting:

  • To increase awareness of the importance of data skills in jobs held by social sciences graduates.
  • To facilitate learners to acquire skills related to searching, preparing and analysising data.
  • To enable learners to share results through effective data visualization and communication aimed at non-specialists.

Modules

The programme is made up of 5 modules:
1) Opening the Appetite: This module presents how data skills are used in global development, as well as career possibilities of using data in this sector.
2) Assembling the Ingredients: This module describes the most frequent types of data social researchers work with, as well as how to access data and evaluate its quality.
3) Preparing the Meal: This module explains what data visualization is and the main techniques used to analyse quantitative data.
4) Digesting the Meal: This module focuses on how to communicate your results, particularly to non-specialists, and ensure they is used for high quality decision making.
5) Still Hungry: This module presents existing possibilities to further develop your data skills and it’s use in global development

Evaluation system

The course consists of self-assessment exercises. The user must reach the cut-off mark to be able to process the accreditation for the course. The certificate option will only be available up to one month after the end of the course. After this date it will no longer be possible to process certificate requests.

This course is also available in Spanish and Turkish.

Geo Tools for Teachers

This course is part of an Erasmus+ project called MYGEO (https://www.mygeoproject.eu)

The aim of the project is to enhance employment on GIS using a MYGEO portfolio and geo-tools for university teaching. The MOOC has 8 modules with learning and teaching examples using common themes in university lectures.

Objectives
– Promote the use of geotechnologies in university teaching in order to implement the technological students skills.

– Facilitate University teaching examples, using free and quality geodata that facilitate research, analysis and information management and its visualization.

Topics

1. Where can I get and how can I see geodata?
2. How can data be manipulated?
3. How to make decisions?
4. How can I manage data with mobile geo-tools? How can I make a geolocated survey?
5. How can I share data on a Web GIS?
6. How can I explore the power of satellite images?
7. How can I make a 3D representation?
8. How can I design a demo version of an application for a mobile device?

Assessment

It will be a test at the end of any module. Two questionnaires, one initial and one final after following all modules, is also a mandatory requirement to obtain the course certification.

Languages

The same course can be done in in French, Italian, German, and Spanish.

Geo tools for employability (Portfolio MYGEO)

This course is part of an Erasmus+ project called MYGEO (https://www.mygeoproject.eu)

The aim of the course is to enhance employment on GIS using a MYGEO portfolio.

What you will learn

  • GIS Theory
  • Data source and storage
  • Spatial Analysis
  • Geo-tools
  • Geospatial visualization
  • Geo-apps

Topics

Module 1: GIS, how did it change my professional life? GIS theory.
Module 2: How can i change the world using GIS? Data source and storage, data coming from direct and indirect information.
Module 3: Is my data really valid? Data maintenance, data protection and integrity.
Module 4: Where do i obtain data for “the where”? Data coming from GPS, drone, radiometer, spectral camera… And performing data corrections as needed.
Module 5: What do you know about spatial analysis? Spatial analysis.
Module 6: Atractive geotools… are they possible? Geo-processing.
Module 7: How can I visualize my data? Visualization and map viewers.
Module 8: Will mobile apps help me to get a job? Geo-applications and programming

Assessment

Since this MOOC is a course that requires practical tasks, the evaluation of transversal and GIS skills will be carried out through seven deliverables, corresponding to Modules 2 to 8. Details about uploading deliverables in Geonode can be found hereTwo questionnaires, one initial and one final after following all modules, is also a mandatory requirement to obtain the course certification.

Languages

The same course can be done Italian, German, and Spanish.

La traducción audiovisual y el aprendizaje de lenguas

El curso presenta el uso didáctico de la traducción audiovisual para el aprendizaje de lenguas extranjeras.

El objetivo principal es aprender a crear tareas activas de subtitulación, doblaje, voces-superpuestas, audiodescripción, etc. para aplicar al contexto de enseñanza-aprendizaje (presencial o en línea) de cualquier lengua extranjera.

Objetivos

  1. Conocer los fundamentos de la Traducción Audiovisual didáctica.
  2. Aprender los fundamentos del uso de las distintas modalidades de traducción audiovisual para mejorar las distintas destrezas comunicativas.
  3. Poder diseñar tareas de traducción audiovisual didáctica según modalidad.

Temario

  1. MODULO 1. Introducción a la traducción audiovisual didáctica. Describir los fundamentos teórico-prácticos de la disciplina.
  2. MODULO 2. La subtitulación didáctica. Diseño de tareas que hagan uso pedagógico de la subtitulación.
  3. MODULO 3. El doblaje didáctico y el voice-over didáctico. Diseño de tareas que hagan uso pedagógico del doblaje y las voces superpuestas.
  4. MODULO 4. La audiodescripción didáctica. Diseño de tareas que hagan uso pedagógico de la audiodescripción.
  5. MODULO 5. El subtitulado para sordos didáctico. Diseño de tareas que hagan uso pedagógico del subtitulado para sordos.

Sistema de evaluación

El curso dispone de ejercicios de autoevaluación tipo test y un examen final. El usuario deberá superar el 50% del curso para poder tramitar la acreditación. Dispone también de ejercicios opcionales de corrección entre pares (P2P) que no cuentan en la calificación global.

Equipo docente

Tanto la coordinadora como el equipo docente tienen una dilatada experiencia investigando e impartiendo docencia en este área. Además, todos ellos son miembros del proyecto TRADILEX ( http://tradit.uned.es/proyecto-tradilex/) PID2019-107362GA-I00.

The Role of Socially Responsible Investments in achieving Sustainable Development Goals

Are you interested in understanding how finance and socially responsible investment can contribute to sustainable development? Explore the objectives and topics of this MOOC.

This course forms part of an Erasmus+ project From Enviromental, Social and Governance (ESG) Integration to Impact Investing dedicated to how to use the beneficial of capital markets in order to finance socially responsible projects.
The course content will focus on the role of sustainable investing in addressing Sustainable Development Goals (SDG). The framework for a Sustainable Society and their goals as well as fundamental concepts of Sustainable Investing will be described, and interdependencies will be illustrated.

Learning outcomes

  • Understand the main implications of sustainability
  • Know in which way(s) are the environment and the economy related
  • Be able to critically analyse what opportunities do the United Nation’s SDGs offer and how businesses can contribute to achieving the SDGs
  • Be able to reflex about what motivates companies to manage social, ethical and environmental issues
  • Have and overview of the functions of financial markets and their main instruments
  • Learn how to implement a strategy and principles for responsible investment and impact investment
  • Know some examples of socially responsible projects, investments and companies
  • Examine and best practices of how investors can implement socially responsible and impact investment and methodologies to measure impact
  • Put in practice what you have learnt in the course through a case study.

Modules

The course is structured in 3 sections and composed by 12 units. This open course starts by explaining the implications of climate change commitments and the SDGs on economy, businesses and finance. These bases serve as an introduction to the main principles, strategies and management tools used like exclusions, engagement and voting, ESG integration, norms-based screening, best-in-class, sustainability themed, and impact investing.
Unit 1. Sustainability, implications, and historical development
Unit 2. Transformations for a sustainable economy
Unit 3. The 2030 Agenda for Sustainable Development
Unit 4: Business contribution to the SDGs
Unit 5. Sustainable finance
Unit 6. Financial markets and sustainability
Unit 7. Main sustainable financial instruments
Unit 8. Defining Socially Responsible Investments (SRI)
Unit 9. SRI strategies and ESG criteria
Unit 10. SRI indexes and ESG rating agencies
Unit 11. Social impact investing
Unit 12. Social impact investing: A case study

This is the first open course of three courses. The second course is designed for use in tertiary education, especially for students in finance. The third course is intended for potential investors and practitioners interested in impact and ESG investments. https://www.sri-europe.eu/

There is no entry requirement, as the course starts assuming no prior knowledge. All that is required is an interest in the subject matter and a B1 level of English, as the course is in English.

Autogestión en la escritura académica 1

Es un curso dirigido a estudiantes universitarios que buscan mejorar en su escritura académica. El curso se basa en los siguientes contenidos: la búsqueda de contenido, la composición de un texto, la estructura de un trabajo académico y la revisión,

Los objetivos de este curso son:

  • Conseguir que al alumno tenga conciencia de su capacidad de autogestión en la escritura académica
  • Conocer las partes fundamentales de un trabajo académico
  • Estimular la capacidad de aprendizaje en un proyecto personal
  • Mejorar la capacidad de autorevisión de un producto escrito por el alumno

Temas:

  • Presentación
  • La búsqueda de contenido
  • La composición de un texto
  • La estructura de un trabajo académico
  • La revisión

Materiales y actividades: Vídeos, textos, test de autoevaluación y ejercicios prácticos.

Materiales accesibles digitales

La generación y el uso de documentos digitales es parte de la transformación digital que está experimentando la sociedad, en la formación, la comunicación, los negocios, los trámites administrativos, etc.

Existen estrategias y recursos fáciles de utilizar que permiten que nuestros textos, imágenes y vídeos lleguen a una audiencia más amplia, incluyendo a personas con y sin discapacidad, con mayor impacto en Internet, y cumpliendo con la ética y con la legalidad vigente.

Existen además pautas que hacen posible adoptar un camino ordenado y sostenible en la creación de documentos digitales, especialmente en el ámbito de la formación.

Este curso permite desarrollar competencias y habilidades orientadas a:

  • Reconocer y abordar los desafíos a los que se enfrentan las personas con discapacidad (por ejemplo los estudiantes) al usar los documentos electrónicos, adquirir conciencia y experiencia.
  • Obtener una mejor comprensión de la accesibilidad como un asunto de derechos civiles y desarrollar los conocimientos y habilidades necesarios para diseñar recursos de aprendizaje que promuevan ambientes de aprendizaje inclusivos.
  • Valorar cómo los documentos accesibles benefician a todas las personas, incluyendo a las que tienen y a las que no tienen discapacidad, a través de una mayor facilidad de uso y la interoperabilidad de los materiales basados en la web.
  • Tomar conciencia de que cómo los autores pueden no solo eliminar barreras, sino evitar crearlas en primer lugar.
  • Adquirir autosuficiencia en la producción de contenidos accesibles y en la identificación de problemas de accesibilidad.
  • Adquirir, como autores, estrategias para la producción sostenible de material digital, como la modularidad.

(Curso perteneciente al Canal Fundación ONCE en UNED Abierta, una iniciativa del Real Patronato sobre Discapacidad, en colaboración con la Fundación ONCE y la UNED. Este curso está avalado por la Cátedra UNESCO de Educación a Distancia y por el Instituto Universitario de Educación a Distancia, de la UNED).

Temas:

  1. Materiales digitales
  2. Accesibilidad de material multimedia (información sonora y visual)
  3. Accesibilidad de textos digitales (textos e imágenes)
  4. Mini-vídeos Docentes Modulares
  5. Mini-libros Electrónicos Modulares

Materiales y actividades: Vídeos, textos, test de autoevaluación, ejercicios prácticos, foro de atención docente.

Civics 4.0: active citizenship and participation in the digital age

This course forms part of the ERASMUS+ project NEXUS (2019-1-ES01-KA203-065861), running from 2019 to 2022, that focuses on empowering students to exercise their rights, uphold human values, and contribute constructively to the society around them and the global community in general through digital citizenship strategies. More info about the project is available here: https://nexus4civics.eu/.

In terms of learning objectives, by taking this course you will:

  • Understand the concept of active digital citizenship and civic engagement;
  • Know what skills you need to master and what civic tech tools you can use to safely inhabit digital space as an activist;
  • Be able to monitor public policy  and use civic-tech for accountability and transparency;
  • Be able to connect with people in the community and identify civic-tech tools for advocacy and campaigning;
  • Increase your capacity to participate effectively and responsibly in your community by relying on citizen engagement platforms that connect citizens to decision makers;
  • Put in practice what you have learnt through the course for the design of a digital citizenship project at the micro-level.

This course will be left open as an open educational resource but the forum will be blocked since the course is not live and there is no tutoring support. In addition, it is not possible to obtain a certificate as the collaborative and reflective activities will be closed and therefore cannot be assessed, but you can access all the material and self-assessment exercises and get an open badge.

Topics

  1. Introduction to active digital citizenship: what it is and why it matters
  2. Key basic skills for digital civic participation
  3. Monitoring public policy that affects you
  4. Connecting and engaging for social impact
  5. Foster local participation: smart communities and digital participation
  6. Wrap up and get ready for action

Materials: videos, readings, links to practical tools and inspirational cases, and translation of materials to Spanish language.

Activities: Reflection activities and one quiz for Module 2.